1
UNIVERSIDAD AUTÓNOMA DEL ESTADO DE MÉXICO
UNIDAD ACADÉMICA PROFESIONAL CHIMALHUACÁN
LICENCIATURA EN MÉDICO CIRUJANO
ANTOLOGÍA DE INGLÉS 5
AUTORA:
VIOLETA A. SÁNCHEZ REYES
2
Programa de estudios Inglés 5
Elaboró: Dirección de Aprendizaje de Lenguas Fecha de aprobación: 21 de marzo de 2017
I. Datos de identificación
Unidad de aprendizaje Inglés 5
Carga
académica 2 2 4 6
Horas teóricas
Horas prácticas Total de horas Créditos
Seriación ***** Inglés 6
UA Antecedente UA Consecuente
Tipo de UA Curso taller X
II. Presentación
El presente programa pretende ser una guía para alumnos y docentes. Se diseñó pensando en dos características primordiales: la flexibilidad y la homologación. Si bien el proyecto que dio inicio a la impartición del inglés como asignatura obligatoria en los Estudios Profesionales tuvo como meta principal lograr la homologación de objetivos con respecto al dominio del idioma de los egresados, la experiencia de varios años ha hecho ver que las condiciones y necesidades de docentes y estudiantes en los diferentes Espacios Académicos requiere de un trato particular. Por este motivo, los contenidos que a continuación se presentan indican las competencias mínimas y los conocimientos básicos y generales que el estudiante deberá adquirir al finalizar el curso, sin señalar contextos específicos de aplicación, cumpliendo así con el objetivo de ser un estándar de homologación al definir requerimientos mínimos y a la vez dejando margen para la adaptación al no señalar contextos específicos. Esta característica que le da flexibilidad al programa ha hecho que en ocasiones se recurra a señalar los contenidos en términos metalingüísticos que el docente formado en el área comprenderá bien; sin embargo, se deberá tener en cuenta que el objetivo final no es que el alumno conozca a fondo la estructura de la lengua, sino que esta estructura le sea útil para comunicarse de manera efectiva.
3 III. Ubicación de la unidad de aprendizaje en el mapa curricular
Núcleo de formación:
Básico
Carácter de la UA: Obligatoria
V. Objetivos de la unidad de aprendizaje.
Conocer y aplicar los elementos lingüísticos y las estrategias comunicativas descritas en el Marco Común Europeo de Referencia para las lenguas correspondientes al nivel B1, para mantener interacción básica y darse a entender en el idioma inglés, en sus formas oral y escrita, en situaciones como: comprensión de reglas, experiencias y hábitos presentes y pasados siguiendo secuencias lógicas, restricciones y obligaciones, solicitud y concesión de permisos, referencia a sucesos significativos, comprensión y expresión de relaciones de causa y efecto, comprensión de ideas centrales, así como detalles relacionados con información personal, secuencia de eventos y descripción de lugares.
VI. Contenidos de la unidad de aprendizaje y su organización.
Unidad 1. Expresiones en tiempos presentes.
Objetivo: Expresar y comprender hechos, hábitos, rutinas, acciones en progreso y situaciones vigentes al momento de expresarse.
1.1
Expresiones en tiempos presentes1.1.1
Hechos, hábitos y rutinas1.1.2
Acciones en progreso y acciones por llevarse a cabo1.1.3
Acciones reiterativas que tienen repercusiones en el presente1.2
Consideraciones para el uso de tiempos presentes1.2.1
Frecuencia con que un hecho se lleva a cabo (adverbios de frecuencia)1.2.2
Estados y acciones1.2.3
Negación y formulación de preguntas1.2.4
Pronunciación y entonación de expresiones comunes en tiempo presente1.3
Uso de la lengua en el ámbito académico y laboral4
Unidad 2. Expresiones en tiempos pasados
Objetivo: Narrar hechos pasados utilizando una variedad de estructuras gramaticales que den coherencia y cohesión a la narración e identificar elementos esenciales para la
comprensión de ideas generales y particulares de una narración de eventos pasados.
2.1
Expresiones en pasado2.1.1
Eventos concluidos2.1.2
Eventos que estuvieron en progreso en un punto en el pasado2.1.3
Eventos que tuvieron lugar en un punto anterior a una acción pasada2.1.4
Eventos concomitantes en el pasado2.2
Consideraciones para el uso de tiempos pasados2.2.1
Elementos que dan secuencia a la narración2.2.2
Diversos recursos para expresar un evento pasado2.2.3
Negación y formulación de preguntas referentes a un evento pasado2.2.4
Pronunciación y entonación de expresiones comunes en tiempo pasado2.2.5
2.3 Uso de la lengua en el ámbito académico y laboralUnidad 3. La comparación
Objetivo: Identificar y expresar descripciones y opiniones en las que se comparen situaciones, objetos y personas.
3.1
Comparaciones básicas3.1.1
Comparaciones con adjetivos monosílabos y polisílabos3.1.2
Uso de superlativos con adjetivos monosílabos y polisílabos3.2
Otras estrategias para la comparación3.2.1
Atributos graduables y absolutos3.2.2
Similitud de dos situaciones, objetos o personas3.2.3
Aspectos de entonación y pronunciación de expresiones comparativas3.3
Uso de la lengua en el ámbito académico y laboral5
Unidad 4. Expresiones en futuro
Objetivo: Expresar e identificar anhelos, proyectos, predicciones y consecuencias lógicas en el futuro.
4.1
Expresiones en futuro4.1.1
Planes y acuerdos en el futuro4.1.2
Promesas, ofrecimientos y predicciones4.1.3
Pronunciación y entonación de expresiones comunes en futuro4.2
Resultados a futuro4.2.1
Causas y consecuencias presentes4.2.2
Posibles situaciones presentes y sus consecuencias futuras 4.3 Uso de la lengua en el ámbito académico y laboralUnidad 5. Obligación, prohibición y permiso
Objetivo: Utilizar y comprender expresiones de obligación, prohibición y permiso.
5.1
Expresiones de restricción y permiso5.1.1
Obligación5.1.2
Prohibición y permiso5.1.3
Entonación y pronunciación al enunciar obligación, prohibición y permiso5.2
Consideraciones para expresar obligación, prohibición y permiso5.2.1
Grados de obligatoriedad y tolerancia5.2.2
Falta de obligación5.2.3
Negación del permiso5.3
Uso de la lengua en el ámbito académico y laboralÍNDICE
página Ubicación de la Unidad de Aprendizaje en el mapa curricular 3
Presentación 4
Guía de Evaluación 6
UNIDAD 1. Expresiones en tiempo presente 7
Reading one: The Flu 7
Simple Present 8
WH questions 9
Frequency adverbs 9
Reading two: A new life style 11
Present Continuous 12
Speaking and Writing activity 13
Unidad 2. Expresiones en tiempos pasados 14
Reading one: Ben’s day 14
Simple Past 15
Speaking activity 17
Vocabulary: Human Body 18
Reading two: Hanna and Jamie 19
Past Continuous 20
Vocabulary : Illness Symptoms 21
Reading three: A rainy day 22
Simple Past vs Past Continuous 22
Writing activity: The earthquake 24
Vocabulary: How to say you are ill 24
Unidad 3. La comparación 25
Reading one: The Football game. 25
Comparative 26
Vocabulary: Health advice 28
Reading two: The flu vaccination 28
Writing activity: Get better 30
UNIDAD 4. Expresiones en futuro 31
Reading one: Hypertension 31
Future forms 32
Writing activity: Your future 34
UNIDAD 5. Obligación, prohibición y permiso 34
Reading one: Mesothelioma 34
Modal Verbs 35
Reading two: Smoking 37
Anexo A – Medical Vocabulary 38
Anexo B – Adjectives 46
Bibliografía 47
3
MAPA CURRICULAR
4
PRESENTACIÓN
Hablar del inglés es hablar del idioma universal por excelencia, de la lingua franca de la actualidad; es el idioma más empleado a la hora de realizar comunicaciones
internacionales, sobre todo en el importante mundo de las transacciones comerciales y las finanzas. El inglés es la lengua oficial de numerosos países, entidades gubernamentales y organismos internacionales tales como las Naciones Unidas (ONU), la Unesco o la Unión Europea, entre otros. La realidad es que la lengua inglesa es ampliamente hablada en numerosos puntos del planeta. Las razones son principalmente históricas y políticas, se remontan a la importancia que ha tenido el Imperio Anglosajón a lo largo de la historia más reciente, en la cual, con cada conquista, con cada acuerdo, se iba extendiendo el idioma de Shakespeare por todos los continentes. La incursión de los Estados Unidos como principal potencia mundial, hoy en día, ha terminado de consolidar el inglés como idioma universal, maestría del cual nos permite superar más barreras lingüísticas y por consecuencia más fronteras.
Las razones para estudiar inglés son muchas y variadas. Sin embargo nos incumbe aquí tratar las razones por las que es fundamental en la preparación de los alumnos de cualquier licenciatura, en especial, los de Derecho.
Tal vez la razón fundamental por qué estudiar inglés es que resulta esencial a la hora de encontrar trabajo. El inglés nos dará acceso a una mejor educación y por lo tanto a la posibilidad de un mejor empleo. Nuestras oportunidades laborales se multiplicarán en cuanto dominemos el idioma. Tanto en áreas gubernamentales como en empresas multinacionales, sin importar tu campo de trabajo, el inglés te aportará siempre ventajas a la hora de ascender o acceder a un buen puesto de trabajo, ayudándote a mejorar tu situación laboral.
Otra importante razón para aprender inglés es que podremos acceder a una mejor
preparación académica; y con esto no sólo nos referimos a las universidades o centros de
formación del extranjero; en nuestro propio país el inglés es requisito fundamental para
estudiar Especialidades, Maestrías y Doctorados reconocidos, lo que en el desarrollo de
un médico, es crucial. Además nos dará acceso a información más actual y completa,
conoceremos los últimos avances y podremos acceder a la mayoría de textos científicos,
académicos y tecnológicos, escritos en inglés. Según un estudio más del 56% de los sitios
de Internet están editados en inglés. En segundo lugar se encuentra el alemán con un
8%.
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Así pues, el material que aquí se presenta tiene como objetivo general el acercar a los alumnos de nivel superior, tanto a la literatura, como a la jerga utilizada en el ámbito médico en el idioma inglés; esto a través de una selección de lecturas que les permiten practicar y aplicar los conocimientos que adquirirán en los niveles de inglés curricular en la Universidad Autónoma del Estado de México. Como objetivo particular, esta antología pretende reforzar las bases comunicativas que le permitan al alumno perfeccionar sus habilidades de comprensión lectora y expresión escrita, principalmente; a fin de que pueda interactuar en los ámbitos personal, académico y laboral.
En esta Antología encontrarán una serie de lecturas que ayudarán a los alumnos a agilizar su habilidad lectora, así como aprender vocabulario y reforzar sus conocimientos gramaticales con los ejercicios diseñados en la presente para ese propósito.
Consideramos de especial utilidad una antología enfocada a la Licenciatura en Médico Cirujano, dado que en la UAP Chimalhuacán no existe un material de apoyo en inglés específico para esta Licenciatura.
Finalmente, los textos que contiene este material han sido cuidadosamente seleccionados para apoyar el proceso lector, ya que la lectura es, ha sido y será el medio de adquisición de conocimiento por excelencia.
Con la ayuda de la presente antología los alumnos podrán entender oraciones y
expresiones frecuentemente utilizadas en los ámbitos escolar y principalmente en el
académico. Podrá describir aspectos de su vida diaria, así como sus anhelos, ambiciones
y sueños; será capaz de dar razones y explicaciones de sus opiniones y planes. Podrá
entender, comunicarse e intercambiar información en un nivel básico. Será capaz de
entender los puntos principales de las lecturas y de resolver cuestionamientos al respecto.
6 GUÍA DE EVALUACIÓN
Criterio Porcentaje 1er Parcial
Criterio Porcentaje 2o Parcial
Ordinario
Examen parcial 30% Examen parcial 30% Examen 80%
Ejercicios 20%
Trabajos 20% Trabajos 20%
Expresión oral 15% Expresión oral 15%
Expresión escrita 15% Expresión escrita 15%
Lecturas 15% Lecturas 15%
Comprensión auditiva
5% Comprensión
Auditiva
5%
TOTAL 100% TOTAL 100%
TRABAJOS: La antología cuenta con 21 ejercicios de gramática, 11 para el primer parcial y 10 para el segundo parcial.
Se sugiere sumar los puntos que aparecen entre paréntesis en las instrucciones de cada ejercicio, para sumar 20 porciento.
El primer parcial comprende la unidad 1 y 2. El segundo parcial comprende a partir de la unidad 3.
EXPRESIÓN ORAL: Se recomienda sumar el puntaje que viene después de las instrucciones de este ejercicio, con el fin de sumar 15% en cada parcial.
EXPRESIÓN ESCRITA: El primer parcial contiene dos ejercicios de writing, y el segundo parcial tiene tres ejercicios. Se recomienda sumar los valores que están entre paréntesis después de cada instrucción.
LECTURAS: La presente antología consta de 12 lecturas, divididas en siete para el premier parcial y cinco para el segundo. Se recomienda sumar los puntos que vienen entre paréntesis para lograr el total de los porcentajes.
COMPRENSIÓN AUDITIVA: Se trabajan 5 ejercicios de audio en clase (con material del
profesor), cada uno tiene un valor de 1%.
7 UNIDAD 1.
EXPRESIONES EN TIEMPO PRESENTE.
Objetivo: Expresar y comprender hechos, hábitos, rutinas, acciones en progreso y situaciones vigentes al momento de expresarse.
READING ONE
THE FLU
Steve is sick. He has a runny nose, congestion, and a headache. He buys medicine at the store to help him feel better. He thinks the medicine will help him and he goes to work the next day and he starts to feel worse. He gets chills and his body aches, so he decides to go back home. Steve arrives home and his wife takes his temperature. The thermometer shows a temperature of 38 degrees Celsius (100 degrees Fahrenheit), he has a fever.
She says, “Steve, you have the flu.” Steve stays home from work. He takes more medicine. After three days he doesn’t feel better. His temperature is still very high.
Steve´s wife tells him, “You need to see a doctor soon.” Steve decides to go to the doctor immediately.
1.1. Mark True or False to the following sentences.
1. Steve has a stomachache. True False 2. Steve doesn’t take any medicine. True False 3. He thinks the medicine will help him feel better True False 4. He stays at home after taking the medicine. True False 5. He gets worse at work. True False 6. Steve takes his temperature. True False 7. The thermometer shows Steve has a fever. True False 8. 30 degrees Celsius equal 30 degrees Fahrenheit. True False 9. Steve spends three more days ill. True False 10. Finally Steve goes to the doctor. True False
8 SIMPLE PRESENT
We use simple present to talk about things in general. We use it to say that something happens all the time or repeatedly, or that something is true in general.
Remember: I work … You work … He works
We use DO and DOES to make questions and negative sentences.
DO (I, you, we, they) work? I, you, we, they DON’T work DOES (he, she, it) work? He, she, it DOESN’T work
1.2. Choose the best verb to complete the sentences and do not forget to conjugate them. (2% of the grade)
cause connect drink live
promise open speak take
1. Lucy ________________ French very well.
2. I don’t often _____________ coffee.
3. The swimming pool _____________ at 8.00 every morning.
4. Bad driving ______________ many accidents.
5. My parents ______________ in a very small apartment.
6. The Olympic Games _______________ place every four years.
7. The panama Canal _______________ the Atlantic and Pacific oceans . 8. My friends _______________ they won’t be late.
1.3. Conjugate the verbs in parentheses. (2% of the grade) 1. Julie ________________________ (not drink) tea very often.
2. What time _______________________ (the banks / close) here?
3. I have a computer, but I___________________ (not use) it very much.
4. Where _________________________ (Martin / come) from? He is Scottish.
5. The earth ______________________ (go) round the sun.
6. Beetles ______________________ (not make) honey.
9 WH QUESTIONS
They are questions in English introduced by a WH-word and requiring more information than simply yes or no.
WHAT, WHEN, WHERE, HOW, WHICH, WHO, WHAT TIME, HOW OFTEN, HOW LONG…
1.4. Match the question and the answer.
What is the medicine? a. Take all of the pills.
Why do I need it? b. You take one pill twice a day.
How do I take the medicine? c. You may feel dizzy.
When do I take the medicine? d. Swallow the pill with water.
What does it look like? e. It is an antibiotic.
How long do I take it? f. It is a small red tablet.
What are the side-effects? g. It will stop the flu virus.
What else do I need to know? h. Take the pills for five days.
FREQUENCY ADVERBS
Frequency adverbs tell us how often something happens, and they can be either definite or indefinite.
INDEFINITE (they usually go before the main verb, except for TO BE):
Always, constantly, continually 100%
Usually, generally, normally 80%
Often, frequently, regularly 60%
Sometimes, occasionally 40%
Rarely, seldom 20%
Hardly ever 5%
Never 0%
We always walk to school I am often on time
DEFINITE (they usually go at the end of the sentence):
Hourly, daily, weekly, monthly, yearly
Every minute, once an hour, once, twice, three times.
The bell rings every hour.
10 1.5 Choose the correct option to complete the following sentences.
1. Andrea lives next door so we ____________ see her a. never b. often c. rarely
2. Nancy and I (40%) ____________ go out for coffee together a. never b. frequently c. occasionally
3. We meet __________ at the Annual General Meeting a. never b. every day c. yearly
4. My doctor _______
a. yearly checks my health b. checks yearly my health c. checks my health yearly 5. It (0%) ___________ rains here in the winter
a. never b. sometimes c. rarely
6. My boyfriend and I take vacations together quite _________
a. never b. hardly c. frequently
7. Andy (20%) _________ gets to visit with his cousins.
a. very frequently b. very rarely c. very often 8. I don’t earn much because I ___________
a. never went to college b. went never to college c. went to college never 9. I seldom visit my relatives, so I________ see my uncle John.
a. almost always b. usually c. almost never d. sometimes 10. I’m never late for our English class. I’m ____________ on time.
a. rarely b. always c. usually d. often
11. James goes to the beach only once a year. He ________ goes to the beach.
a. almost never b. normally c. sometimes d. never
12. I _______ eat junk food because I know it’s not very healthy.
a. always b. frequently c. seldom d. sometimes
13. __________ we go to the gym to exercise, maybe two or three days a week.
a. sometimes b. always c. rarely d. never
14. I ___________ watch cartoons because I hate them. News shows are much better.
a. often b. almost always c. never d. sometimes
15. I went to a restaurant last week, but I _________ eat at home.
a. seldom b. rarely c. usually d. always
11 READING TWO
A NEW LIFE STYLE
Melina and her children live in St. Paul. She is from Somalia. She came to the U.S. five years ago.
Many things are different in America. American food is very different from Somali food. You can buy junk food with fat, sugar, and oil. Americans don’t walk as much as people in Somalia. You can drive a car or take the bus. Melina sees many overweight people in America. Melina’s children like junk food. They like to eat hamburgers and French fries. She does too. She notices that she is gaining weight in America. Her children like to watch T.V. They do not go outside to play. Melina doesn’t walk very much because she has a car. Melina goes to the doctor. The doctor says she has to eat more fruits and vegetables. He says that too much junk food like chips, fries, and sugar is bad for her health. He tells her that she needs to get more exercise. He says that too much fat and not enough exercise is bad for her. It is bad for her children, too. Melina doesn’t know if the doctor is right or wrong.
1.6. Choose True or False
1. Melina has children. True False 2. Melina is from Ethiopia. True False 3. American food is the same as Somali food. True False 4. People walk more in Somalia. True False 5. More people in America are overweight. True False 6. Her children like French fries. True False 7. Melina loses weight in America True False 8. Melina doesn’t walk very much True False 9. Melina goes to the doctor True False 10. Melina needs to do more exercise. True False The doctor says:
11. Eat less a. junk food b. water 12. Exercise a. more b. less 13. Too much sugar is a. good b. bad 14. Too much fat is a. good b. bad
1.7. SPEAKING ACTIVITY:
1. How can Melina get more exercise? ______________________________________________
_____________________________________________________________________________
2. What kinds of foods can she eat that are good for her? _______________________________
_____________________________________________________________________________
3. Do you agree with her doctor? __________________________________________________
_____________________________________________________________________________
4. Do you think most Americans are healthy? Why or why not? ___________________________
12 PRESENT CONTINUOUS
We use present continuous mainly to talk about things that are happening at the time of speaking.
Remember: I am working … You are working … He is working
To make questions and negative sentences we use the verb TO BE as the auxiliary AM I working? I AM NOT working
ARE (you, we, they) working? You, we, they ARE NOT working IS (he, she, it) working? He, she, it IS NOT working
1.8. Conjugate in Present Continuous the corresponding verbs. (2% of the grade)
1. You ______________________ (work) hard today.
2. I ________________________ (look) for Christine, Do you know where she is?
3. It _______________________ (get) dark. Should I turn on the light?
4. They _______________________ (live) with friends until they find a new house.
5. The company ____________________ (lose) money.
6. It ____________________ (start) to rain. Do you have an umbrella?
7. I ___________________ (not listen) to the teacher.
8. Let´s go out now. It ___________________ (not snow) any more.
9. They ___________________ (not study) Tourism, They ________________ (study) Medicine.
10. My teacher ______________________ (not / speak) Spanish.
1.9. Write a question in present continuous in each number. (1% of the grade) 1. What / Peter / do / these days?
_______________________________________________________________________________
2. Why / the surgeon / make / such decision?
_______________________________________________________________________________
3. What / the nurse / do?
_______________________________________________________________________________
4. Where / the patient / spend / the night?
_______________________________________________________________________________
5. diabetes / increase / in your country?
_______________________________________________________________________________
13 1.10. SPEAKING ACTIVITY: Hobbies and passions. (6% of the grade)
In pairs discuss the following questions.
1. What are your hobbies?
2. Is there any activity you consider “your passion?
3. Why do you like your hobbies so much?
4. How often do you do these hobbies?
5. How long are you doing these hobbies, and how did you start with them?
6. What hobbies did you use to have, but now do not?
7. Is it important to have hobbies? Why/why not?
1.11. WRITING ACTIVITY: Write down YOUR answers to the last questions as a paragraph.
(6% of the grade)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
14 UNIDAD 2.
EXPRESIONES EN TIEMPOS PASADOS.
Objetivo: Narrar hechos pasados utilizando una variedad de estructuras gramaticales que den coherencia y cohesión a la narración e identificar elementos esenciales para la comprensión de ideas generales y particulares de una narración de eventos pasados.
READING ONE Ben’s day.
When I woke up this morning, I found my dog, Fox, waiting for me. He wanted me to take him for a walk. I was too hungry, so first I had breakfast. I had a glass of milk and a piece of toast. Then I washed my teeth and put on a tracksuit and a heavy coat, because it was really cold outside. Fox was already impatient. We both went out, and walked to the park near home. He ran and jumped, and pursued some passersby. He also destroyed some pieces of furniture somebody left on the road. I sat on a bench all the time, wishing I could be inside my warm bed. When my hands were frozen, I decided it was time to go back home. Fox didn’t want to, but I pulled hard and I managed to take him back. When we arrived at the front door, I realized I didn’t have my keys with me, so we stayed out in the cold for more than an hour. Fox was happy, but I was late for work.
1. What did Ben do before going to the park? _________________________________________
2. Who was happy to stay outside? ___________________________________________________
3. What did Ben do in the park? _____________________________________________________
4. What did Fox do in the park?______________________________________________________
5. What did Ben have for breakfast? __________________________________________________
6. What was the weather like?_______________________________________________________
7. What was Ben wearing? _________________________________________________________
8. When did Ben decide it was time to go home? ________________________________________
9. What is a synonym for PURSUE? a. jog b. follow c. eat d. pull
10. What is PASSERSBY? ________________________________________________________
15 SIMPLE PAST
We use the simple past to talk about finished actions in the past, often with a time expression (yesterday, last week, in 2001, five years ago, etc.).
Remember: We make the simple past positive form of
REGULAR verbs with the base form of the verb + ed. The form is the same for all subjects:
I walked She walked They walked
Some verbs are IRREGULAR and they change their form: I went She slept We hit
To make questions and negative sentences we use the auxiliary DID + the base form of the verb DID I walk? I DIDN’T walk
Where did (you, we, they) sleep? You, we, they DIDN´T sleep Where did (he, she, it) go? He, she, it DIDN’T working
2.1. Solve the clues to complete the crossword. (2% of the grade)
ACROSS
1. The children ___ all the candies.
5. Who ___ the song called “My way”?
7. I ___ to call you, but you were out.
9. I ___ all night but I didn’t finish the report.
10. He ___ for his burger and left the restaurant.
DOWN
2. Sarah ___ Medicine in UAEM 3. Peter ____ her girlfriend a long letter 4. They ___ for the bus for an hour but it didn’t come
6. The train ____ on time.
8. I ___ my coffee on the floor of the bus.
9. Phil ___ to Dubai on business.
16 2.2. Put the verbs into the story in the correct form in simple past. (2% of the grade)
feel put look go run scream not believe blow say arrive not wait
The Simpsons _________ to France for their holiday last year. When they ________ at their holiday town, they realized that something was wrong. But what was it? The town _________ nice, and the children seemed happy, but for some reason they ____________ that the place was dangerous. The villagers ___________ that there were ghosts but the Simpsons ______________
in ghosts. They opened the front door and ___________ their cases down. At that moment, a woman ___________ and a cold wind ____________ through the house. The Simpsons
___________ to find out what or who it was. They turned and _____________ back to the car and drove away from that town forever.
2.3 Find and correct the mistake in each sentence. (2% of the grade) 1. Jean Marie lives in Paris all his life, she died last year.
___________________________________________
2. I see the lawyer last Monday.
______________________________________________________________
3. The car didn’t stopped.
___________________________________________________________________
4. Did you rang Charlie yesterday?
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5. I losed my wallet.
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6. Who did build the Eiffel Tower?
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7. Where stayed you in Los Angeles?
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8. Where did you be last Monday at 7 pm?
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17 2.4 SPEAKING ACTIVITY: First Dates
In pairs discuss the following questions. (7% of the grade)
1. How many first dates did you have?
2. How do you feel about first dates?
3. What is a common first date like in your country?
4. What is the best/worst first date experience you had?
5. What makes a good first date in your opinion?
6. What do you like the most about a girl / boy?
2.5 WRITING ACTIVITY: Describe your last date. (7% of the grade) Where did you go? What did you do? Did you enjoy it? etc.
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18 VOCABULARY
Human Body
One of the first things you need to know when working in English is the parts of the body. You will need to learn the names of the internal (inside the skin) and external body parts. You will also need to learn the words for the functions of each of these body parts. Here are the basics to get you started.
Head. Inside the head is the brain, which is responsible for thinking. The top of a person's scalp is covered with hair. Beneath the hairline at the front of the face is the forehead. Underneath the forehead are the eyes for seeing, the nose for smelling, and the mouth for eating. On the outside of the mouth are the lips, and on the inside of the mouth are the teeth for biting and the tongue for tasting. Food is swallowed down the throat. At the sides of the face are the cheeks and at the sides of the head are the ears for hearing. At the bottom of a person's face is the chin. The jaw is located on the inside of the cheeks and chin. The neck is what attaches the head to the upper body.
Upper Body. At the top and front of the upper body, just below the neck is the collar bone. On the front side of the upper body is the chest, which in women includes the breasts. Babies suck on the nipples of their mother's breasts. Beneath the ribcage are the stomach and the waist.
The navel, more commonly referred to as the belly button, is located here as well. On the inside of the upper body are the heart for pumping blood and the lungs for breathing. The rear side of the upper body is called the back, inside which the spine connects the upper body to the lower body.
Upper Limbs (arms) The arms are attached to the shoulders. Beneath this area is called
thearmpit or underarm. The upper arms have the muscles known astriceps and biceps. The joint halfway down the arm is called the elbow. Between the elbow and the next joint, the wrist, is the forearm. Below the wrist is the hand with four fingers and one thumb. Beside the thumb is theindex finger. Beside the index finger is the middle finger, followed by the ring finger and the little finger. At the ends of the fingers are fingernails.
Lower Body. Below the waist, on left and right, are the hips. Between the hips are the
reproductive organs, the penis (male) or the vagina (female). At the back of the lower body are the buttocks for sitting on. They are also commonly referred to as the rear end or
the bum (especially with children). The internal organs in the lower body include the intestines for digesting food, the bladder for holding liquid waste, as well as the liver and the kidneys. This area also contains the woman's uterus, which holds a baby when a woman is pregnant.
Lower Limbs (legs)
The top of the leg is called the thigh, and the joint in the middle of the leg is the knee. The front of the lower leg is the shin and the back of the lower leg is the calf. The ankle connects the foot to the leg. Each foot has fivetoes. The smallest toe is often called the little toe while the large one is called the big toe. At the ends of the toes are toenails.
2.6. Complete by using the human body vocabulary.
1. Your tonsils can get swollen when you have a sore a. thigh b. toe c. throat
2. The _______ is a joint that connects the upper arm and the forearm.
a. elbow b. ankle c. wrist
3. My Dad's little _______ was lost in the accident.
19 a. thumb b. toe c. shoulder
4. The patient lost so much weight his _______ were sunken in.
a. calves b. ears c. cheeks
5. We'll put a cool cloth on your _______ to get your fever down.
a. forehead b. tongue c. knees 6. Another word for "belly button" is a. nipple b. navel c. uterus
7. The newborn is getting his _______ changed in the nursery.
a. buttocks b. nappy c. shin
8. She may never walk again because her _______ was so badly injured.
a. uterus b. spine c. finger
9. The _______ on his knee was scraped off when he hit the road.
a. joint b. gum c. skin
10. Your grandfather will be able to walk better after his _______ surgery.
a. chin b. arm c. hip
READING TWO Hannah and Jamie
Hannah met Jamie in the summer of 2004. It was Hannah’s 21st birthday and she and her friends went to a club. They wanted to dance, but they didn’t like the music so Hannah went to speak to the DJ. “This music is awful”, she said. “Could you play something else?” The DJ looked at her and said
“Don’t worry; I have the perfect song for you.”
Two minutes later he said: “The next song is by Coldplay. It’s called Yellow and it’s for a beautiful girl who is dancing over there.” Hannah knew that the song was for her because she was wearing a yellow dress. When Hannah and her friends left the club the DJ was waiting at the door. “Hi, I’m Jamie,” he said to Hannah. “Can I see you again?” So Hannah gave him her phone number.
Next day Jamie phoned Hannah and invited her to dinner. He took her to a very romantic French restaurant and they talked all evening. After that Jamie and Hannah saw each other every day. Every evening when Hannah finished work they met at 5.30 in a coffee bar in the High Street. They were madly in love.
One evening in October, Hannah was at work. As usual she was going to meet Jamie at 5.30. It was dark and it was raining. She looked at her watch. It was 5.20! She was going to be late! She ran to her car and got in. At 5.25 she was driving along the High Street. She was going very fast because she was in a hurry.
Suddenly, a man ran across the road. He was wearing a dark coat so Hannah didn’t see him until it was too late. Although she tried to stop, she hit the man. Hannah panicked. She didn’t stop and she
20 drove to the coffee bar as fast as she could. But when she arrived Jamie wasn’t there. She phoned him, but his mobile was turned off, so she waited for ten minutes and then went home.
Two hours later a police car arrived at Hannah’s house. A policewoman knocked at the door. “Good evening, Madam,” she said, “Are you Hannah Davis? I’d like to speak to you. Can I come in?”
2.7. Answer the following questions.
1. Where did Hannah meet Jamie? _______________________________________________
2. What was Hannah celebrating when they met? ______________________________________
3. What was Jamie doing when he saw her? _________________________________________
4. Which song did he play for her? __________________________________________________
5. How did he get her number? _____________________________________________________
6. Where did they go on their first date? _____________________________________________
7. Why did Hannah run to her car that evening? _________________________________
8. What did she do after she hit the man? _____________________________________________
9. How long did she wait for Jamie? __________________________________________________
10. What do you think happened with Jamie? ___________________________________________
PAST CONTINUOUS
The past continuous is formed from the past tense of be with the -ing form of the verb:
We use the past continuous to talk about the past:
A. for something which continued before and after another action:
The children were doing their homework when I got home.
B. the past continuous is very common at the beginning of a story:
The other day I was waiting for a bus when … Last week as I was driving to work …
C. for something that happened before and after a particular time:
It was eight o’clock. I was writing a letter.
D. to show that something continued for some time:
My head was aching.
Everyone was shouting.
E. with verbs which show change or growth:
The children were growing up quickly.
Her English was improving.
Remember: to make questions and negative sentences we use the auxiliary WAS or WERE + the -ing form of the verb
21 WAS I sleeping? I (he, she, it) WASN’T sleeping
WERE you eating? You (we, they) WEREN’T eating
2.8 Conjugate in Past continuous the verbs in parenthesis 1. I ________________ (play) tennis when I sprained my wrist.
2. They __________________ (eat) dinner the last time I saw them.
3. The kids were noisy when we ____________________ (try) to watch a film.
4. We ___________________ (think) about moving out.
5. He _____________________ (do) this homework until you bothered him.
6. I ____________________ (live) in Boston when we met.
7. I _____________________ (wait) for my girlfriend when I suddenly became upset.
8. We ________________________ (not/speak) about Tom when he walked in.
9. I _________________________ (not/smoke) a cigarette when my father opened the door.
10. My friend _____________________ (not/drive) a truck when I saw him yesterday.
VOCABULARY - Illness Symptoms a) Sick- tired, body hurts,
b) Headache- head hurts, can’t sit up
c) Cold- runny nose, tired, headache, congestion d) Cough- sore throat, coughing, hurts to swallow
e) Fever- your body feels cold or very hot, chills, sweating
f) Flu (gastroenteritis or stomach flu) stomach ache, abdominal cramps nausea, vomiting, diarrhea, a fever, muscle ache, chills
1. My throat is sore. I have a __________ (cough/sick).
2. My body feels hot. I have a __________ (headache/fever).
3. My stomach hurts. I have the ________ (body/flu).
22 READING THREE
A rainy day.
Yesterday it was raining and thundering all day. Emily was playing inside the house. She wanted to be outside with her friends. They use to play every afternoon after doing their homework. She wasn’t playing outside because it was raining cats and dogs. She was feeling tired of being trapped inside the house.
Emily was trying to keep busy inside the house. She was reading one of her favorite books when the electricity went out. What a horrible day! She thought. Then she decided to practice her sewing, but it was getting dark. So she sat by the window and watched the rain.
While Emily was watching the rain, the phone rang. It was her mother to say she was coming home, she was bringing a new game. Shortly after the call, her mother arrived. They ate ice cream and played the game.
While they were playing, the rain stopped! But Emily didn’t even notice because she was having such a good time with her mom!
2.10. Answer the following questions according to the passage.
1. Was yesterday a sunny day? ___________________________________________________
2. What do you think is “to rain cats and dogs”? ______________________________________
3. Why wasn’t Emily playing outside this time? _______________________________________
4. Did she enjoy staying inside? ___________________________________________________
5. What did she do while it was raining? _____________________________________________
6. What was she doing when the electricity went out? __________________________________
7. Why didn’t she practice her sewing? _____________________________________________
8. What did they do when her mother arrived? ________________________________________
SIMPLE PAST PAST CONTINUOUS
We often use the simple past and past continuous together. This happens when a long action (in past continuous (is interrupted by another shorter action (in simple past)
Harry was having a shower when his guests arrived
(1. Harry was having a shower -long action 2. his guests arrived –short action) The phone rang while I was cooking
(1. I started cooking -long action 2. the phone rang –short action)
23 2.11. Choose the best option to complete the sentences.
1. When I saw Dave, he __________.
a. is working b. worked c. was working
2. You ______ your teeth when, suddenly she came into the bathroom.
a. was brushing b. brushed c. were brushing 3. __________ when the telephone rang?
a. Were you sleeping b. Did you sleep c. Were sleeping 4. Dave, when __________ the ESL Cafe on the Web?
a. were you begin b. began c. did you begin 5. As they _______ down the road, they found an owl.
a. was walking b. walked c. were walking 6. What time __________ yesterday morning?
a. you got up b. did you get up c. were you getting up 7. While I __________ to work, I saw an accident.
a. drove b. was driving c. did drive 8. __________ well on this quiz?
a. Did you b. Were you c. Did you do 9. I _______ when a plate crashed.
a. cooking b. cooked c. was cooking
10. We were running to the station exactly when the train ______
a. was leaving b. left c. leaving
2.12 Conjugate the verbs in the correct form simple past or past continuous. (2% of the grade)
1. When I ____________________ (see) the children, they _______________(sing) in the garden.
2. When I ___________________ (arrive) at the office, Martin _________________ (answer) a call.
3. They were ___________________ (watch) TV when the light _________________ (go) out.
4. I ___________________ (not call) you at 9.00, I __________________ (put) the children to bed.
5. It ___________________ (rain) when I ____________________ (look) out of the window.
6. My friend _________________ (break) his ankle when they __________________ (play) football.
7. While I was _________________ (talk) to the director, we ______________ (hear) a loud noise.
8. What _____________________ (you/do) when I ___________________ (ring) you?
9. Where ______________________ (he/live) when we ________________ (study) High School?
10. When they ____________________ (get) to the park, it ____________________ (rain)
24 2.13. WRITING ACTIVITY: The earthquake. (7% of the grade)
What were you doing when the earthquake stroke? Where were you? What about your family and friends? How did you feel? Does anyone you know suffered from any injury? etc.
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VOCABULARY
How to say you are ill How to say you are feeling OK I'm ill.
I feel really rough.
I'm shattered (meaning tired out or exhausted) I'm on my last legs (to be very tired, especially after a lot of physical activity or work. It also means to be going to die soon - 'the old man is on his last leg').
I feel / look poorly / peaky / rough / bloody awful.
I feel / look like death warmed up (very ill or appearing very sickly - Poor thing! She looks like death warmed up)
I am alive and kicking (to continue to be well, healthy or successful - Don't worry about your grandfather; he is alive and kicking)
I feel good (used to talk about emotional state) I feel great / well
He is a picture of (good) health (to be in a very healthy condition - The doctor told him that he is a picture of good health)
She is hale and hearty (to be in a good health - In spite of her old age, she looks hale and hearty)
Health problems
I have a headache / toothache / backache / stomachache / earache...
I have a pain in my back / tooth / head...
I have a broken / sprained / twist an ankle / wrist.
I have a flu / cold / runny nose / fever / high temperature / sore throat I feel sick. I'm feeling nauseous.
I have a bruise / cut / graze / wound.
25 UNIDAD 3.
LA COMPARACIÓN.
Objetivo: Identificar y expresar descripciones y opiniones en las que se comparen situaciones, objetos y personas.
READING ONE
The Football Game
Yesterday my brother and I went to see a football game. We watched our two favorite teams, the Eagles and the Hawks. It was the second week of the season and the day was much colder than the week before. We arrived at the stadium at 11:30 am, which is a little earlier than usual. We were excited because I love the Hawks and he loves the Eagles.
The seats were good, but I wanted something closer to the field. However, we sat and enjoyed the game. Well, we enjoyed it until we started arguing. My brother and I both think our team is better than the other team. He always says to me that the Eagles are faster, stronger, and smarter than the Hawks. I never agree. On this day, he was wrong. The Hawks played a lot better than the Eagles. They looked stronger and tougher than the Eagles. They won by 15 points.
One thing I didn’t like was that the food and drinks were much more expensive than other places, and tasted much worse. I was surprised that a hot dog cost $7, which is more expensive than the
$3 I pay outside the stadium. Also, the hot dog was smaller than normal hot dogs. So I was a little sad about my meal, but I planned to get something tastier after the game.
Driving home I talked about how much better my team was than the Eagles. My brother was getting angry, and I noticed he was driving a lot faster than usual. We were lucky he didn’t crash. Finally he saw a police car so he started to drive slower. We arrived home around 7:00 pm, which is later than normal. Usually we get home at about 6:00 pm.
Overall, it was a great day. I love going to the game with my brother. Even though we argue, I wouldn’t want to watch the game with anyone else!
3.1. Answer the questions
1. How was the weather like? _____________________________________________________
2. Do they like the same team? ___________________________________________________
3. Did he like food in the stadium? _________________________________________________
4. How much is a hot dog outside the stadium? ______________________________________
5. Why did his brother get angry? _________________________________________________
6. Why did his brother slow down? ________________________________________________
7. Who won the game? a. Hawks b. Eagles
8. How much did a hot dog cost? a. $4 b. $3 c. $7 d.
9. What time did they arrive home? a. 7:00 pm b. 6:00 pm c. 1:30 pm 10. What is the brother’s favorite team? a. Eagles b. Hawks
26 COMPARATIVE ADJECTIVES
Comparative is the name for the grammar used when comparing two things.
The two basic ways to compare are using as .. as or than.
When comparing with as .. as, the adjective does not change. When comparing with than, however, some changes are necessary, depending on the number of syllables the adjective has:
1-syllable adjectives: add -er to the adjective My sister is much taller than me.
It's colder today than it was yesterday.
Note: If the word ends: consonant-vowel-consonant, then the last consonant is usually doubled in the comparative. Examples: big-bigger, fat-fatter, hot-hotter.
2-syllable adjectives ending in -y: change the -y to -ier She's looking happier today.
This grammar topic is easier than the last one.
Why is everyone else luckier than me? †
Beware: Do not confuse adjectives and adverbs. 2-syllable adverbs ending in -y must be compared with the word more. Example: I drive more quickly (quicklier) than my brother.
Other 2-syllable adjectives: use more with the unchanged adjective The shops are always more crowded just before Christmas.
Is there anything more boring than reading about grammar?
My sister is more careful with her writing than I am with mine.
Note: The comparative of some shorter 2-syllable adjectives can be formed with -er. Examples:
simple-simpler, clever-cleverer, narrow-narrower. To be sure which comparative method to use, you will need to consult a good dictionary.
EXCEPTIONS : bad --> worse good --> better far --> farther/further
27 3.2 Write the comparative forms of the following verbs
1. Dogs are ___________________________ (intelligent) than rabbits.
2) Lucy is _____________________________ (old) than Ellie.
3. Russia is far ______________________________ (large) than the UK.
4. My Latin class is _____________________________ (boring) than my English class.
5. In the UK, the streets are generally ___________________________(narrow) than in the USA.
6. London is ___________________________ (busy) than Glasgow.
7. Julie is _________________________________ (smart) than her sister.
8. Amanda is _________________________________ (ambitious) than her classmates.
9. My garden is a lot ______________________________ (colourful) than this park.
10. His house is a bit _____________________________ (comfortable) than a hotel.
3.3. Write the correct comparative form of the adjectives according to the sentence.
1. A tortoise is not (= fast) __________________________ a rabbit.
2. There is nothing (+ good) ________________________ success.
3. This exercise is (= easy) __________________________ the others.
4. My mother is (+ young) ____________________________ my father.
5. Today, the weather is (+ bad) ___________________________ yesterday.
6. For some people, reading is (- interesting) _________________________ using a computer.
7. Old people are (+ wise) ______________________________ young people.
8. The school is (= far) ________________________________ the market.
9. These shoes are (+ big) ____________________________ your feet.
10. Our house is (- expensive) ______________________________ my friend’s.
3.4. Complete with the comparison as… as in affirmative or negative form.
1. My mom is __________________________ your mom. (not / strict)
2. Your mobile phone is _____________________________ mine. (not / trendy) 3. Matrix II was ________________________________ Matrix I. (not / interesting) 4. This yoghurt __________________________________ the one I bought yesterday.
(not / taste / good)
5. I can do ____________________________________ you (many / press-ups) 6. I ____________________________________ you do. (not / earn / much / money)
28 VOCABULARY
Health advice: Medicine
Exercise regularly.
Eat healthy food.
Brush your teeth regularly.
Sleep early (= don't stay up late!) Have regular medical check up.
Relax.
Go on a diet.
eye drops cream syringe syrup bandage
dose (of medicine) drugs
shot / injection (give some an injection) medicine (take medicine)
pain-killer pill plaster tablet tranquilizer
READING TWO
The Flu Vaccination
Why should people get vaccinated against the flu?
Influenza is a potentially serious disease that can lead to hospitalization and sometimes even death. Every flu season is different, and influenza infection can affect people differently, but millions of people get the flu every year, hundreds of thousands of people are hospitalized and thousands or tens of thousands of people die from flu-related causes every year. An annual seasonal flu vaccine is the best way to help protect against flu. Vaccination has been shown to have many benefits including reducing the risk of flu illnesses, hospitalizations and even the risk of flu-related death in children.
How do flu vaccines work?
Flu vaccines cause antibodies to develop in the body about two weeks after vaccination. These antibodies provide protection against infection with the viruses that are in the vaccine.
29 The seasonal flu vaccine protects against the influenza viruses that research indicates will be most common during the upcoming season. Traditional flu vaccines (called “trivalent” vaccines) are made to protect against three flu viruses; an influenza A (H1N1) virus, an influenza A (H3N2) virus, and an influenza B virus. There are also flu vaccines made to protect against four flu viruses (called
“quadrivalent” vaccines). These vaccines protect against the same viruses as the trivalent vaccine and an additional B virus.
What is the flu shot?
The flu shot is a vaccine given with a needle, usually in the arm. The seasonal flu shot protects against the three or four influenza viruses that research indicates will be most common during the season.
There are many vaccine options to choose from, but the most important thing is for all people 6 months and older to get a flu vaccine every year. If you have questions about which vaccine is best for you, talk to your doctor or other health care professional.
Who should get vaccinated this season?
Everyone 6 months of age and older should get a flu vaccine every season. This recommendation has been in place since February 24, 2010 when CDC’s Advisory Committee on Immunization Practices (ACIP) voted for “universal” flu vaccination in the United States to expand protection against the flu to more people.
Vaccination to prevent influenza is particularly important for people who are at high risk of serious complications from influenza.
3.5. Answer the following questions.
1. What is the influenza? _______________________________________________________
2. How do vaccines work? ______________________________________________________
3. Which are the traditional flu vaccines? ___________________________________________
4. How many people get the flu every year? _________________________________________
5. Who should get the flu shot? __________________________________________________
30 Get Better
What can you do to get better if you are sick?
1. stay at home and rest 2. visit the doctor
3. stay clean and wash your hands 4. do not share food
5. cover your mouth when you sneeze 6. drink lots of water
7. take medicine
8. do not smoke or drink alcohol
3.6. WRITING ACTIVITY: Illnesses and advices What do you do to get better when you are sick?
What do people in your country do when they are sick?
Do you stay home when you are sick? Why or why not?
If you get the flu, what do you take?
Is there any home remedy you know that has worked?
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31 UNIDAD 4.
EXPRESIONES EN FUTURO.
Objetivo: Expresar e identificar anhelos, proyectos, predicciones y consecuencias lógicas en el futuro.
READING ONE
Hypertension
What's hypertension?
Hypertension is a chronic medical condition in which the blood pressure in the arteries is persistently elevated. Hypertension is also sometimes called high blood pressure. High blood pressure usually does not cause symptoms. Long-term high blood pressure, however, is a major risk factor for many illnesses such as coronary artery disease, stroke, heart failure, atrial fibrillation, peripheral vascular disease, vision loss, chronic kidney disease, and dementia.
Types of hypertension
High blood pressure is categorized into two major types:
Primary (essential) high blood pressure Secondary high blood pressure.
According to statistics, about 90–95% of cases are primary hypertension. This type is defined as high blood pressure due to nonspecific lifestyle and genetic factors. Lifestyle factors that increase the risk include excess salt in the diet, excess body weight, smoking, and alcohol use. The remaining 5–10% of cases are categorized as secondary high blood pressure. This type of
hypertension is defined as high blood pressure due to an identifiable cause, such as chronic kidney disease, narrowing of the kidney arteries, an endocrine disorder, or the use of birth control pills.
How is hypertension measured?
Blood pressure is expressed by two measurements, the systolic and diastolic pressures, which are the maximum and minimum pressures, respectively. For most adults, normal blood pressure at rest is within the range of 100–130 millimeters mercury (mmHg) systolic and 60–80 mmHg diastolic. For most adults, high blood pressure is present when the resting blood pressure is persistently at or above 130/90 or 140/90 mmHg. Different numbers apply to children. High arterial blood pressure affects between 16 and 37% of the population globally. In 2010 hypertension was believed to have been a factor in 18% of all deaths (9.4 million globally).
Treatment
Lifestyle changes and medications can lower blood pressure and decrease the risk of health complications. Lifestyle changes include weight loss, decreased salt intake, physical exercise, and a healthy diet. If lifestyle changes are not sufficient then blood pressure medications are used. Up
32 to three medications can control blood pressure in 90% of people. The treatment of moderately high arterial blood pressure with medications is associated with an improved life expectancy.
4.1. Read the text and answer the questions
1. Hypertension has clear symptoms.
a. True b. False
2. Hypertension can be a long-term medical condition.
a. True b. False
3. The causes of secondary high blood pressure cannot be identified.
a. True b. False
4. Changes in eating habits can lower high blood pressure.
a. True b. False
5. What is hypertension? __________________________________________________________
6. What types of hypertension are there? ______________________________________________
7. What is the difference between Primary and Secondary high blood pressure? _______________
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8. What is the range of normal blood pressure? _________________________________________
9. How many people die from hypertension? ___________________________________________
10. What is the treatment for hypertension? ____________________________________________
FUTURE FORMS
SIMPLE FUTURE GOING TO PRESENT PROGRESSIVE
prediction, assumption spontaneous action
planned action in the future.
logical consequence (sth. is going to happen)
planned action in the near future
will + infinitive to be (am, are, is) + going to + infinitive
to be (am, are, is) + infinitive + -ing
The sun will shine tomorrow.
We are going to fly to LA in summer
I am going to a party tonight.
The sun will not shine tomorrow.
We are not going to fly to LA in summer.
I am not going to a party tonight.
33 Will the sun shine
tomorrow?
Are we going to fly to LA in summer?
Am I going to a party tonight?
4.2. Complete with a future form.
1. The train _______________ at 11:45. (to leave)
2. We __________________ dinner at a nice restaurant on Saturday, but we haven’t booked a table yet. (to have)
3. My ski instructor believes it __________________ in the mountains tomorrow evening. (to snow) 4. On Sunday at 8 o'clock I _____________________ my friend. (to meet)
5. They _____________________ to London on Friday evening at 8:15. (to fly) 6. Wait! I ______________________ you to the station. (to drive)
7. The English lesson ___________________________ at 8:45. (to start) 8. I _____________________ my sister in April. (to see)
9. Look at the clouds - it ___________________________ in a few minutes. (to rain)
10. Listen! There's someone at the door. I ________________________ the door for you. (to open)
4.3. Complete with the correct option.
1. I _________________ my friends for dinner after work tomorrow.
a. will meet b. am meeting c. am going to meet
2. I haven't made any plans for Easter. I____________ at home.
a. am going to stay b. will probably stay c. am staying 3. 'The phone;s ringing.'
'OK, I_______________ it.
a. 'll answer b. am going to answer c. am answering 4. I________________ for my exam on Sunday afternoon.
a. will revise b. am going to revise c. am revising 5. ______________ to London tomorrow night.
a. am flying b. am going to fly c. will fly 6. I_____________________ home after this lesson.
a. am going to go b. am going c. will go 7. I'm going home. I___________ you tomorrow. Bye!
a. will see b. am going to see c. am seeing 8. What ________________ at the weekend?
a. will you do b. are you doing c. are you going to do 9. Can you lend me five hundred dollars? I __________ you back on Friday.
a. am going to pay b. am paying c. will pay